Developing Reflective Practitioner Amongst Malaysian Higher - - PowerPoint PPT Presentation

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Developing Reflective Practitioner Amongst Malaysian Higher - - PowerPoint PPT Presentation

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Developing Reflective Practitioner Amongst Malaysian Higher Educators 1 Who are WE? & How we were trained PhD in Engineering Discipline Prac1ce Educa1on Subject Students We

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Developing Reflective Practitioner Amongst Malaysian Higher Educators

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PhD ¡in ¡Engineering ¡– ¡Discipline ¡ Prac1ce ¡– ¡Educa1on ¡ Subject ¡– ¡Students ¡ We ¡teach ¡the ¡way ¡we ¡have ¡been ¡thought ¡ Learn ¡on ¡the ¡job ¡

Who are WE? & How we were trained

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Self reflection Analysis Training Research & Exposure Implementation

Mekanik Tanah I 9 14 3 9 12 15 31 10 3 5
  • 5
5 10 15 20 25 30 35 A A- B+ B B- C+ C C- D+ D F FF Grade
  • Bil. Calon

Technical ¡-­‑ ¡Numerical ¡analysis, ¡founda5on, ¡ structural ¡failure ¡etc ¡ Non-­‑technical ¡– ¡Comm. ¡Skill, ¡English, ¡NLP, ¡ conflict ¡management, ¡coaching ¡& ¡ counseling ¡etc ¡

Teaching Inquiry

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Teaching Inquiry

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Where are we NOW

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What is SoTL

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¡ PSPTN ¡2020 ¡– ¡Improving ¡quality ¡of ¡ teaching ¡and ¡learning ¡ 15 ¡Modules ¡to ¡support ¡lecturers ¡in ¡ enhancing ¡TnL ¡ ¡

Driving SoTL at National Level

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SoTL ToT Module

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Trained ¡7 ¡cohorts, ¡more ¡than ¡130 ¡lecturers ¡ since ¡2013. ¡ How ¡do ¡we ¡DIFFER ¡from ¡other ¡modules ¡ ¡

AKEPT and SoTL Training

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Transform with SoTL

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What is Reflective Practice

Reflective practice is the process of internally examining and exploring an issue

  • f concern, triggered by an experience,

which results in a change of perspective’ (Boyd

and Fales, 1983, in Bolton 2005)

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No ¡incidents ¡ Nothing ¡is ¡wrong ¡ with ¡me ¡and ¡my ¡ teaching ¡

Critical Incident

Trust Me, I have more than 20 years of teaching experience

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Critical Incident

Teaching ¡is ¡familiar ¡to ¡us ¡ To ¡examine ¡our ¡prac1ce ¡is ¡to ¡make ¡the ¡ familiar ¡unfamiliar ¡so ¡that ¡we ¡can ¡inquire ¡

To ¡advance ¡our ¡growth ¡as ¡scholar-­‑teacher ¡ Thus ¡enhancing ¡learning ¡

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Critical Incident

Reflective practice is more than an examination of personal experience; it is located in the political and social structures which are increasingly hemming professionals in (Goodson 2004, in Bolton, 2005, p.5)

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Tools to Reflect

Brookfield (1995) model involves looking at your practice through four points of view or ‘critical lenses’

  • 1. the point of view of the teacher
  • 2. the point of view of our learners
  • 3. the point of view of our colleagues
  • 4. the point of view of theories and literature
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Tools to Reflect

Concrete Experience DO Reflective Observation Reflect Abstract Conceptualisation Read Active Experimentation Plan

  • David A. Kolb

experiential learning cycle also used to explain reflective practice.

  • The reflective cycle can

begin at any one of the four points. Smith, Mark (1996, last updated

2006) David a. Kolb on Experiential Learning,< http://www.infed.org/biblio/b- explrn.htm#links> [date accessed 3/10/07]

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What is Reflective Practice

O’Connor and Diggins define Reflective Practice as thinking about what educators do in order to reconsider their actions and refine their practices according to these thoughts. Reflective Practice is a cycle of on-going learning that occurs when we take the time to ‘stop, think and

  • change. (O’Connor and Diggins,

2002, p.9)

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Thinking process

Time Sytematic Captuture

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Levels of Reflective Practice

Common sense reflecting (Level 1) Reflective practice (Level 2) Professional reflective practice (Level 3) No consideration of

  • rganisation

The use of a model or process to record reflections The use of a model or process to record reflections Usually not recorded May be recorded formally It is recorded formally A solitary process. not intended to be read by others Generally a solitary process but ideas may be shared with others A shared process therefore it will be shared with others Adapted from Roffey-Barentsen and Malthouse, 2009, p.10

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Systema1c ¡Enquiry ¡Made ¡Public ¡(Lawrence ¡Stenhouse) ¡ ¡

Action Research

Systematic Inquiry into one’s own practice (Johnson, 2008) Inquiry about -how we teach, how students learn (Mills, 2007) Research done by teachers for themselves To improve Quality and Effectiveness of

Teachers

Hence

Student Learning Outcome

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¡ ¡ ¡UMAR ¡versus ¡ AKEPT ¡ compact ¡ version ¡

Project-based

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SoTL Reasearch and Community of Practice

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Barriers and Challenges National Level

¡ ¡ ¡

Selection of participant Coordination and integration with other module? Funding and platform for full-version module

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Barriers and Challenges University Setting

¡ ¡ ¡

Work load - Our preparation – lecturer – TnL Faculty support – effort to alter teaching practices – technology? Less work load releasefor PBL practitioner? Difficulty in giving up personal beliefs, opinions, and traditions in teaching Resources – time and financial Recognition – award reward system - champion

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Barriers and Challenges Individual Lecturer

¡ ¡ ¡

  • The knowledge and support
  • The time to reflect
  • To be honost and challenge personal believe
  • Fear of living in own proven living theories
  • Fear of peer critical review